Print literacy lies at the very heart of digital literacies. Concepts of print are “the basic understandings of reading” (McKenna & Stahl, 2009).
“Concepts of print can be viewed as basic knowledge about how print in general, and books work”
Reading is the quick, and mostly unconscious processing of continuous print with understanding. The goal of all reading is comprehension; the degree to which readers understand what they read is the degree to which they profit from and enjoy it, as: “Reading without understanding is not reading” (Lyons & Pinnell, 2001).
On completion of this unit, you will be able to:
- define key concepts pertaining to print literacy
- explain how much and why print literacy is relevant in the process of language learning/teaching
- select resources for the classroom and design print literacy tasks for your students
What is print literacy?
Dudeney, Hockly and Pegrum (2014: 8) define print literacy as “the ability to comprehend and create a variety of written texts, encompassing a knowledge of grammar, vocabulary and discourse features alongside reading and writing skills”.
About print literacy
Learning and teaching have evolved dramatically through the last decades. The relevance of print fluctuated and trends in education have caused some traditional teaching methods to become archaic. Despite many crying the ‘death of the written word’ Dudeney et al (2014) claim that the printed work has acquired an additional relevance online. Most of our online sources are in writing. Access to visual and audio material has indeed increased, but our students are still reading printed text, albeit in shorter excerpts.
Language learners are now required to “skim and scan extended texts, assess and analyse opinion pieces, and evaluate subtle cues of tone and intent in status updates, [they] carefully plan and compose blog entries, build persuasive arguments and counter-arguments on discussion boards, restructure and copy-edit their own and others’ work on wikis, and express themselves succinctly in tweets”, Dudeney, Hockly and Pegrum (2014: 8-9). As language teachers, we are not facing and trying to remediate illiteracy. Our students are already able to read and write, but they need to learn how to read online and how to write in different formats. We need therefore to focus on developing this new type of print literacy with selected resources and tasks designed to this end.
Print literacy in your class
The table below provides an overview of activities you can use to enhance your students’ awareness of the differences between handwriting and typing, and between printed texts and online texts. Just click on the links! And don’t forget to check the list of language specific resources at the bottom of this page!
|Context of use||ID||Title||Related themes||Languages|
|Overview||Print literacy, what is it?||EN (outline) FR IT|
|Working with handwritten and/or typed texts||Working with handwritten and or typed texts||EN (outline) IT|
Source/attribution: Digilanguages Author: Alexandre Jacquot/SN
- La littératie à l’ère de l’information, OCDE, Statistique Canada (PDF)
- Définir la littératie numérique, éduscol : l’actualité du numérique
- Rehausser les compétences en littératie au Québec : objectif niveau 3, formation continue clg
Einen weiteren Artikel zum Thema Leseförderung mit digitalen Medien finden Sie hier.
Qui troverai del materiale aggiuntivo in italiano
- Il dizionario online di scienze e tecniche La comunicazione è nato da un progetto della Facoltà di Scienze della Comunicazione sociale dell’Università Pontificia Salesiana di Roma. In questa pagina Thomas Purayidathil fa una breve storia dell’alfabetizzazione, dall’età antica ai giorni nostri